Preschool Teachers Practice and Challenges with the Implementation of Play Based Instruction in Jimma City Ethiopia

This study investigated the problems preschool teachers face regarding play-based instruction in selected government and private preschools of Jimma City Administration, Ethiopia. Employing a mixed-methods sequential explanatory design, the research collected data from 120 teachers in 18 randomly selected preschools using questionnaires and document analysis. The quantitative data were analyzed using descriptive statistics (mean, standard deviation) in SPSS version 25, while qualitative data from documents were analyzed narratively. The findings revealed a significant deficiency in the successful implementation of play-based instruction. Teachers' practices were found to be moderately low (aggregate mean = 2.61), and the pedagogical approach was predominantly teacher-directed rather than child-centered. Key challenges identified included a lack of appropriate training on play-based methods (51.3%), difficulty in understanding the concept of play (54.0%), and a critical shortage of indoor and outdoor play materials (54.0%). Additional barriers were high child-teacher ratios (51.3%) and inadequate time and space allocated for play activities. Document analysis further confirmed that lesson plans and school schedules were rigid and academically focused, failing to promote play-based learning appropriately. The study concludes that insufficient teacher training, a lack of resources, and structural constraints significantly hinder the effective use of play-based instruction. It is recommended that the city administration, in collaboration with stakeholders such as Jimma University, provide coordinated and practical in-service training for teachers, establish minimum standards for play materials, and integrate protected time for play into the official school timetable to enhance the quality of early childhood education.